– Five factors were identified: Interest in STEM, Student self-confidence, Impact of the teacher, Perception of homework assignments, and Intention to pursue further study.
– The direct effect between student self-confidence and interest in STEM decreases because of the other intervening variables while the direct effect of each of the three predictors increases due to the effect of the other intervening variables.
– If gender is taken as a control factor and the analysis is repeated only for Qatari male students, intention to pursue further study is ruled out and interest in STEM is significantly predicted by impact of
the teacher, student self-confidence, and perceptions of homework assignments.
– If gender is used as a control factor and the analysis is repeated only for female Qatari students, then interest in STEM is significantly determined only by impact of the teacher and perceptions of homework assignments.
– If grade is used as a control factor and the analysis is repeated only for Qatari preparatory school students (grades 8 and 9), interest in STEM is significantly determined by the four variables of student self-confidence, impact of the teacher, perceptions of homework assignments, and intention to pursue further study.
– If grade is used as a control factor and the analysis is repeated only for secondary Qatari students (grades 11 and 12), interest in STEM is significantly determined only by impact of the teacher and perception of homework assignment.